Childminder in North Somerset

Inspection date

Previous inspection date 09/04/2013 01/10/2008

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in all areas of learning supported by the childminder's skilful teaching.  The childminder and her assistant effectively stimulate children to learn in the accessible, learning environment with, overall, many well displayed, interesting resources and activities.  The childminder involves parents from the beginning, using their knowledge about the children to promote their learning and development.  The provision strongly meets all requirements to safeguard children's welfare. The childminder maintains detailed, daily documentation to consistently meet children's care needs.  The childminder is well organised and committed to further professional development to improve her provision for children and their families.

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It is not yet outstanding because

 the range of open-ended and natural materials to support children's imaginative play indoors is more limited than in other areas of the provision.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's home and garden.

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Inspection activities

 The inspector had discussions with the childminder and a parent and took account of information in letters from parents.

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Inspection activities

 The inspector sampled a range of documentation including children's records, planning, safeguarding procedures, policies and training records.

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Information about the setting

The childminder first registered in 2001 and returned to childminding under this registration in 2008. She lives with her husband, a daughter aged 15 years and a son aged 7 years. They live on Locking Camp, near Weston-super-Mare in North Somerset. The childminder works daily with her husband who is registered as her assistant and helps out on school runs. Children have access to the ground floor of the house with a cloakroom, and the first master bedroom and bathroom. There is an enclosed, rear garden with a covered area, decking and grassed surfaces. The house is close to local amenities public transport links, toddler groups and tourist locations. The family keeps two guinea pigs and indoor fish as pets. The childminder is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She offers childcare before, during and after school and in school holidays. There are currently four children attending on a full- and

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Information about the setting

part-time basis, who are in the early years age range. The childminder also cares for older children and children over eight years of age. She currently supports a number of children who speak English as an additional language. She collects children from the local school and pre-school and attends several children's groups on a regular basis. The childminder holds a level 3 qualification in childminding.

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To further improve the quality of the early years provision the provider should:

 extend children's indoor access to a range of natural materials for them to play with and talk about.

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who attend

The childminder has a good understanding of how children develop and learn through her considerable experience of working with different children. She gains a thorough overview of their starting points from parents and through her perceptive observations of their play in each area of learning. Children are well on target to make good progress as they explore the many activities and experiences offered. The childminder has a robust understanding of how to use her detailed observations to focus on children's interests and next steps in learning. She effectively checks the progress of two-year-olds to value their achievements and highlight possible areas for development to share with parents. The childminder is ably using children's interests to plan for their next steps in learning. For example, she offers a wide range of paints for children to mix new colours; she extends the range of printing equipment so children enjoy making tracks with toy vehicles and say

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who attend

they are making 'footsteps' using small figures. The childminder has established a flexible routine that enables children to feel secure and to learn. This promotes quieter times that follow children's own rest patterns. The routine also includes interesting activities in the garden and trips out with the childminder. For example, children effectively learn about the world around them as they learn to care for the childminder's guinea pigs and eagerly look forward to visiting a new recycling depot. They hear children speaking in their home language and celebrated special days, such as St. Patrick's Day.

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who attend

Children are able to explore the natural world outdoors, digging in mud and exploring in sand and water. However, the childminder does not offer them as many opportunties to explore natural resources indoors. They do not experience a full range of natural materials through indoor play.

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who attend

The childminder makes good use of mounted photographs to settle children and encourage their conversation skills. She effectively uses children's play interests to extend their language. She clearly describes what they are doing and extends use of their words by offering full sentences. She skilfully introduces a wide range of mathematical words so that children confidently recognise figures and enjoy counting, for example fingerprints. She encourages them to weigh out cooking ingredients and asks questions about quantity and position, such as, 'Have you got enough?' 'Did you turn it over?' She effectively introduces other language through books and links sounds to animals names and to the initial letters of their names. Children develop good use of their small muscles to carefully place items, including train track pieces. They enjoy pressing buttons on toys to hear the sounds. Children receive good encouragement to use all their senses. They greatly enjoy

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who attend

moving to music and choose to play different instruments, including drums and maracas. They enjoy using their imagination. Young children say, 'Hello' into the telephone and older ones 'prepare meals' for the childminder. Young children confidently carry out their own ideas, fetching items they need and doing things for themselves. As a result, they effectively gain independence skills to stand them in good stead for their next stage in learning and for their eventual move to school.

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The contribution of the early years provision to the well-being of children

The adults' calm, attentive practice ensures that children form close bonds and secure emotional attachments with the childminder and her assistant. Children settle quickly to play as they arrive at the home and feel comfortable talking and gesturing to her about what they are doing. The childminder commendably supports and includes young children and those just learning to speak English as an additional language. She ably uses several support systems, including a pictorial routine, picture cards and communication cards with words in children's languages prepared with their parents. The childminder gives clear indication as to how she expects children to behave, for example commending their spontaneous sharing. Children gain good personal skills as they learn to take turns, for example to pedal a favourite wheeled toy. She and her assistant are good role models and they deal with any behavioural issues calmly and respectfully. Children learn to respect

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The contribution of the early years provision to the well-being of children

other from this good example. Children gain a secure understanding of how to keep themselves safe. They confidently approach the childminder and her assistant when they want a cuddles or to stay longer at the house. They negotiate the decking steps safely and learn how to behave when near roads. They regularly practise the evacuation drill so they know how to leave the premises safely in an emergency. Children gain strong self-motivation as they use their own ideas in their play. They select the toys they wish to play with from those available in low-level, picture-labelled storage. The childminder rotates resources to give children those that they are interest in and those that challenge their development.

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The contribution of the early years provision to the well-being of children

The childminder's care practices are good and support children to be happy and enjoy their time with her. She encourages children to independently manage their personal needs, such as hanging up their outdoor clothing on low hooks. The childminder supports children well to understand the importance of a healthy lifestyle. Children choose to play outdoors in the garden and at parks to develop skills to climb, balance and swing. They help to wash equipment, such as paint brushes, and learn to cooperate as the childminder changes their nappies. The childminder offers advice to parents so that children make healthy choices of foods in their lunch boxes. They help to grow fruit and vegetables to learn how food grows and to talk about its nutritional value. Children always have their water beakers to hand so they do not become thirsty.

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provision

The childminder effectively meets the safeguarding and welfare requirements at all times. She and her assistant are entirely suitable to care for children and have a robust understanding of keeping children safe at all times. The childminder has attended repeated child protection training and knows precisely how to respond to any concern about a child. She frequently assesses the safety and security of her premises and has minimised risks throughout so children are able to move around freely and safely. She has a good understanding of keeping hazardous items away from children, so that they are safe from harm. She completes risk assessment for each outing so children are safe, for example on visits to a farm. She effectively promotes safe practices and shares her detailed knowledge of policies and procedures with parents.

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provision

Children benefit as the childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She conscientiously analyses her observational assessment and is monitoring children's progress towards the early learning goals. All children, including those learning English as an additional language, are always included in the activities and any gaps in their learning receive close attention. The childminder accurately evaluates her provision and attends considerable training to update her skills and knowledge. She demonstrates thorough commitment to further developing her practice through valuing the views of the local authority advisor, children, parents and carers. Her broad development plans include further qualification training, learning another language to assist families and working towards accreditation to offer funded childcare. This shows a good capacity for continuous improvement.

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provision

The childminder strongly recognises the importance of partnership links. She capably works to develop effective relationships with other providers through conversation and sharing the children's learning records. Parents and carers are well informed and robustly involved in their children's learning. The childminder gives detailed accounts of their days in diaries and learning journeys that include what children say, do and learn. Parents frequently comment about their children's activities and the childminder makes good use of this knowledge to help plan children's next steps in learning. Families are particularly appreciative of the childminding provision. They say that the 'nurturing, very kind' childminder and her assistant provide 'an invaluable, flexible service' which 'feels like being part of an extended family'. Their home 'is well maintained with lots of exiting things on display.' Children are 'happy and joyful' and 'well looked after in a safe, secure

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provision

environment where they 'learn something new every day'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY363222 Local authority North Somerset Inspection number 911835 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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